The Han-Minority Achievement Gap, Language, and Returns to Schools in Rural China.
The Han-Minority Achievement Gap, Language, and Returns to Schools in Rural China.
复制标题
DOI：
10.1086/679070
复制
发表时间：
2015-01
影响因子：
2
通讯作者：
Rozelle S
中科院分区：
文献类型：
--
作者：
Yang Y;Wang H;Zhang L;Sylvia S;Luo R;Shi Y;Wang W;Rozelle S
尽管在过去的30年里，中国农村地区接受优质教育的机会大幅增加，但少数民族和汉族之间仍然存在着巨大的差距。本文比较了西部农村少数民族和汉族学生的学业成绩及其影响因素。在一项对近21,000名小学生的调查中，我们发现少数民族学生在数学和语文标准化考试中的成绩明显低于汉族学生。这种汉族与少数民族之间的成绩差距在母语不是标准普通话的少数民族学生中最大：这些学生在这两个科目上的平均成绩都比汉族学生低0.6个标准差。对于母语为普通话的少数民族学生来说，与汉族学生的差距几乎完全可以用学生、班级同学、教师和学校特点的不同来解释。然而，这些特征的禀赋并不能解释非普通话少数民族学生的成绩差距。固定效应分析还表明，汉族学生就读个别学校的收益往往大于具有相似特征的少数民族学生。此外，这些学校特有的差异回报汉族和少数民族学生是最强烈的相关教师的特点。
Although access to quality education in rural China has expanded dramatically over the past 3 decades, significant disparities persist between ethnic minorities and the Han majority. This article compares the academic achievement and determinants of achievement of minority and Han students in rural western China. In a survey of nearly 21,000 primary school students, we find that minority students score significantly lower than their Han peers on standardized exams in math and Chinese. This Han-minority achievement gap is largest for minority students whose primary language is not standard Mandarin (putonghua): these students score on average more than 0.6 standard deviations lower than Han students in both subjects. For minority students whose primary language is standard Mandarin, the gap with Han students is almost fully explained by different endowments of student, class peer, teacher, and school characteristics. Endowments of these characteristics, however, explain little of the achievement gap for non-Mandarin minority students. A fixed effects analysis also shows that the returns to Han students of attending individual schools tend to be larger than those to minority students with similar characteristics. Further, these school-specific differential returns to Han and minority students are most strongly associated with the characteristics of teachers.
登录
查看更多内容
影响因子：
2
作者：
Gustafsson, Bjorn;Sai, Ding
通讯作者：
Sai, Ding
影响因子：
2
作者：
Gustafsson, B;Shi, L
通讯作者：
Shi, L
影响因子：
2
作者：
Mc Ewan, PJ
通讯作者：
Mc Ewan, PJ
影响因子：
5.2
作者：
McEwan, Patrick J.;Shapiro, Joseph S.
通讯作者：
Shapiro, Joseph S.
影响因子：
1.6
作者：
de Brauw, Alan;Rozelle, Scott
通讯作者：
Rozelle, Scott